Flesch Reading Ease Formula Research Articles

How Readable Are Parenting Books?

The concept of readability is discussed in relation to popular parenting books. Readability refers to the author's style of writing and has implications for the ease with which the written material can be read. Readability is given for 50 parenting books using the Flesch Reading Ease formula developed for adult reading material. The mean readability score, the standard deviation, and range are given for each of the 50 parenting books based on seven randomly selected samples per book. Discussion centers on ways the list might be used by parent educators to suggest written materials to parents. A recent survey by Gotts, Coan, and Kenoyer (Note 1) showed that parents ranked reading as the method of learning about childrearing they most preferred. The study used a purposive but carefully selected sample

Readability of Accounting and Auditing Messages

Readability research has resulted in the development of formulas to esti mate the relative success of comprehension of written messages without requiring the reader to actually read it and be tested. In this paper, the readability of selected accounting and auditing messages in annual reports is measured using the Flesch Reading Ease Formula. Based upon these measurements, notes to financial statements and reports of independent auditors are found to be at unsatisfactory difficulty levels. Additionally, evidence provided indicates that the readability level of recent financial statement notes is significantly lower than that of 1969 statements.

Abstract readability as a factor in information systems

AbstractDocuments may be accessed by increasingly efficient retrieval of abstracts, but information will not be transferred unless the abstracts are read. It is suggested that the measurement of the readability of abstracts can provide an assessment of one phase of an information system: the system/user interface. Controlled reading levels for abstracts could result in more rapid processing of abstracts and a wider use of the information system. It was hypothesized that the use of readability principles in guidelines for abstracting would result in abstracts of lower reading levels than the source documents upon which they were based. Abstracts and their source documents were selected randomly from the information system supported by the Educational Resources Information Center (ERIC); readability scores were calculated using the Flesch Reading Ease formula. Comparisons among reading levels were made using analysis of variance for correlated data and Tukey's Honestly Significant Difference (HSD) test for post hoc comparisons. Results indicated that the reading level of abstracts was significantly higher than the reading level of source documents, but not higher than the reading ability of the intended audience. It was concluded that readability measurement provides one useful techinque for hte evaluation of abstracts.

Factorial analysis of the original and the simplified Flesch reading ease formulas.

Factorial analysis of the original and the simplified Flesch reading ease formulas.

Reliability of the original and the simplified Flesch reading ease formulas.

Reliability of the original and the simplified Flesch reading ease formulas.

"Simplification of Flesch Reading Ease Formula": Reply.

"Simplification of Flesch Reading Ease Formula": Reply.

Reply to Klare and Flesch re: "simplification of Flesch reading ease formula".

Reply to Klare and Flesch re: "simplification of Flesch reading ease formula".

A note on "Simplification of Flesch reading ease formula.'

A note on "Simplification of Flesch reading ease formula.'